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The Transition from School to University
13 references·2 citing·34 second hop
The Transition from School to University (2003)The Transition from School to UniversityThe Common Sense of Teaching Mathematics (2010)The Common Sense of Teaching …Building Theories: The Three Worlds of Mathematics. (2004)Building Theories: The Three …Transition to Tertiary Education in the Arts and Humanities (2003)Transition to Tertiary Educat…What Is the Object of the Encapsulation of a Process? (1999)What Is the Object of the Enc…Exploring the use of textbooks in Key Stage 3 geography classrooms: a small‐scale study (1999)Exploring the use of textbook…Symbol Sense: Informal Sense-Making in Formal Mathematics. (1994)Symbol Sense: Informal Sense-…Really Raising Standards: Cognitive intervention and academic achievement (1994)Really Raising Standards: Cog…Concepts associated with the equality symbol (1981)Concepts associated with the …Constructing Meaning for The Concept of Equation (1980)Constructing Meaning for The …Relational Understanding and Instrumental Understanding (1978)Relational Understanding and …Language across the Curriculum (1978)Language across the CurriculumTeaching reading and study strategies: The content areas (1975)Teaching reading and study st…Toward a Theory of Instruction (1966)Toward a Theory of InstructionTransitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction (2017)Transitioning in higher educa…The perceptions and practices of first year students' academic writing at the Colleges of Applied Sciences in Oman (2011)The perceptions and practices…Cognitive Science and Mathematics Education (1987)An Exploration of Aspects of Language Proficiency and Algebra Learning (1999)The Co-Emergence of Machine Techniques, Paper-and-Pencil Techniques, and Theoretical Reflection: A Study of Cas use in Secondary School Algebra (2006)How students blend conceptual and formal mathematical reasoning in solving physics problems (2012)The Process of Education (1960)Children's Understanding of Numerical Variables. (1978)Conservation of Equation and Function under Transformations of Variable (1981)The Equation, the Whole Equation and Nothing But the Equation! One Approach to the Teaching of Linear Equations (1997)Equations and the Equal Sign in Elementary Mathematics Textbooks (2012)Cognition and Categorization (1979)Handbook of research on mathematics teaching and learning (1992)Metaphors We Live By (2003)Teaching Geometry With Problems: Negotiating Instructional Situations and Mathematical Tasks (2006)Representational competence: towards a distributed and embodied cognition account (2016)Structure and Insight: A Theory of Mathematics Education (1985)Philosophy in the flesh (1999)Student learning of basis, span and linear independence in linear algebra (2010)Eigenvalues and eigenvectors: embodied, symbolic and formal thinking (2011)Grounded blends and mathematical gesture spaces: developing mathematical understandings via gestures (2011)Characterizing a Classroom Practice that Promotes Algebraic Reasoning. (2005)Does Understanding the Equal Sign Matter? Evidence from Solving Equations (2006)Promoting Transfer: Effects of Self-Explanation and Direct Instruction (2006)Language and mathematical education (1979)Writing and Reasoning (1984)Writing for learning in secondary science: Rethinking practices (1996)Toward a Theory of Intrinsically Motivating Instruction* (1981)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)DeFT: A conceptual framework for considering learning with multiple representations (2006)The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice (1984)Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective (1992)Teachers’ beliefs and practices related to mathematics instruction (2001)Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002)Models and Modelling: Routes to More Authentic Science Education (2004)Visualization: A Metacognitive Skill in Science and Science Education (2005)
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References

  • 1966Toward a Theory of Instruction4,504 cited
  • 1978Relational Understanding and Instrumental Understanding1,290 cited
  • 1981Concepts associated with the equality symbol560 cited
  • 1994Really Raising Standards: Cognitive intervention and academic achievement340 cited
  • 1994Symbol Sense: Informal Sense-Making in Formal Mathematics.307 cited
  • 1999What Is the Object of the Encapsulation of a Process?158 cited
  • 1978Language across the Curriculum120 cited
  • 1980Constructing Meaning for The Concept of Equation91 cited
  • 2004Building Theories: The Three Worlds of Mathematics.88 cited
  • 2010The Common Sense of Teaching Mathematics67 cited
  • 2003Transition to Tertiary Education in the Arts and Humanities64 cited
  • 1975Teaching reading and study strategies: The content areas42 cited
  • 1999Exploring the use of textbooks in Key Stage 3 geography classrooms: a small‐scale study24 cited

Cited by

  • 2017Transitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction49 cited
  • 2011The perceptions and practices of first year students' academic writing at the Colleges of Applied Sciences in Oman

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16 cited